Educational device



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EDUcATIoNAL DEVICE Filed May 1o, 1,926

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perras sra-tras JOHN W. STUDEBAKER, or v:ons MOINES, IOWA.

f EDUCATIONAL DEVICE.

Application med f May 1o,

The object of my invention is to provide an educational device,particularly `adapted for exercises of various kinds, wherein it isdesirable to test the result of the exercises carried out. j

Y More particularly, it is my object to provide such a device,comprisinga cardv having a series of holes therein, said card having onone side incomplete subject matter I0V adjacent to the respective holesand on the other side, matters serving to complete the subject matter onthe first die, andarranged adjacent to certain holes, tlie card havingon` the latter described side further incomplete subject matter, and onthe first described side, matter serving to complete such Vlastmentioned incomplete matter, so that there is thus provided a deviceusing only half as many cards as are ordinarily em-v ployed ineducational appliances of this kind. i y A lfurther purpose is toprovide such an appliance, which. can by variousslight.

changes be used for a great variety of exercises and tests.

With these and other objects in View, my invention consists in theconstruction, arrangement and combination of the various parts ofmyeducational device, whereby the objects contemplated are attained, ashereinafter more fully set forth, pointed out in my claims, andillustrated in the accompanying drawings, in which: p

Figure l is a plan view of one sideof a device embodying my invention,parts being broken away.

Figure 2 is asimilar view `of the reverse side of the same sheet, partsbeing broken away. f

Figure 3 is a plan view of a portion of a card embodying a slightlydierent form of my invention.

Figure 4f isa plan View of a portion of the reverse side of the cardshown in Figure 3 Figure 5 is a plan View of a portion of a cardembodying aV slightly different form of my invention. y

Figure 6 is a plan vievv o fa portion of the reverse side of the cardshown in Figure 5.

Figure 7 is a plan view of a portion of a card embodying a slightlydifferent form of my invention and illustrating the steps involved incompleting the exercise on the opposite side of the sheet.

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Figure 8 is a planv view of a portion of the reverse sideof thel cardshown in Figure 7 F igure9 is a plan view of a card, embodying stillanother' form and slightly Ydifferent forn of my invention, partlybrokenlaway; anc v Figure l0 is a plan view of the reverse side of partof the card shown in Figure .9. I will first describe the' embodiment ofmy invention as disclosed inFigures l and 2.

In Figure l, I have used the,v reference numeral 10 to indicategenerallya card having` a series of regularly arrangedholes 1l. i ItWill be understood that it is my purpose to arrange adjacent to thevarious holes, certain incomplete subject matter, which can be used foran educational ydevice following manner: o i The pupil may lay the sheet10 Ona-blank sheet of paper 12,V

. Assuming that the incomplete vsubject 4matter adjacent to thevariousrholes l11 of the sheet 10 constitutes a series of exercises inaddition, then the pupil may perform the various calculations and Writethe answers throughthe holes on the underlying sheet l2. v In theillustration shown, Where the exercises are exercises` of addition, thecolumns of figures are arranged above the respective holes 11, and areindicatedgenerally by the reference character .A. For instance,

in the as shown in Figure l, I have indicated above and adjacent to theupper left-hand hole 1l, the numerals 7582and 743 arranged in a columnabove the hole. Similar. problems are A,arranged adjacent jto the otherholes. f

Then the various calculations have been made and the results Written onthe underlying sheet of blank paper l2, vthe pupil takes the sheet 11and turns it over, asin- Y dicated by the-arrow at the lower right-handend, by simply lifting up the bottom and turning it over.v

' Itwvill be understood that the holesare j so arranged that by thusturning the sheet, the hole which was originally at the lovver left-handpart of the sheet, vvill after the y turn register With what wasoriginally the position of the upper Vleft-hand hole, so as to displaythrough it the Yanswer or result of the 'calculation or the completedsubjectv matter, which has been Written 'in the upper left-hand space. iff ,v

Referring now toYFigur-e 42, it will be noted that'afterthe turn of thesheet, as explained,

- has been made, the results ofthe calculations Y Y checking the thatrhave been written on the underlying original Vblank sheetwwillq bevisible through the holes. AAdjacent to the respective holes, I arrangesubject matter B, to be used for subject matter appearing through theholes. ,Thus the pupil Yis enabled to check his answerv or lcompletedVsubject matter, which is shown through the holes, by what :shouldbellthe l'corresponding subjectrm'atter, Which is vthe trueresult of thecalculation he has Vmade or is the prop-er completing subject Amat-ter,standing adjacent to the hole Y The characters or numerals for embodyingthe'vproblems in addition shown on the reverse ASide of the sheet l0, asshown in Fig- V-urew2, are upside down, when theranswers or'incompletesubject matter' B are rightsideup. Y j

After the problemson the first or obverse sideof the'sheet have beenworked, and the sheet has been turned over in the manneralready'described and the answers checked, then the same sheet can .beused for working an entirely new set of problems.

y The pupil simply turns `the sheet shown in Figure 2by` rotating it,without turning it overythrough a half circle, whereupon the holewhichbeforethe rotation was at the,

lowerl right-hand corner will be at the'upper leftshand corner of thesheet. Y

.'I'Ihe'problems in addition then clearly appea-ring krightside upto thepupil may be i' f worked' and the answers vinserted through the holes ona new blank sheet, or upon the reverse side'iof the original'v blankAfterV all of the problems .have been-thus worked, and the answers putdown, the sheet is again turned over in the original manner, that is,b-y taking the bottom and lifting it upyand VVforwardly away fromtheuser and. theny 'Y laying the sheet down. The holes, which before such 'turn were at the bottom ofthe sheet,y will now be at the topof thef 60.- Usheet, and through them will appear the resultsof the firstcalculations of the first row of problems.` lItwill thus be seen that Ihave provided a Vsimple educational device, comprising a card, having iin the illustration now under consideration on itsobverse sideY ayseries of problems in addition arranged adjacent to a .Y series ofholes, and in the illustration shown above, belowv each holearethefigures representing the answer to another problem in addition foundadjacent to a different hole on the revers-e side of the sheet.reverseside are a series of problems arranged adjacent to the respectiveholes, and, a series of answers for the problems on the obverse side. l

On each side the charactersrepresenting a problemL are rightside up andthe characters representing matter for completing aproblemy found onthe'other side, are up vside down so that the latter characters mayinterfereY as little as may be with the attention of the student. Y gEach side of the sheet therefore has a series of problems and a seriesofv answers forthe problems on the other side. The pupil can write theanswer for each problem through the adjacent hole on a blank sheet ofpaper, andthen by turning the sheet over, the holesV and the Vanswers onthe other side yare so arrangedv that the answers printed on the sheetappear adjacent On the i to the holes through which the correspond inganswers on the blank sheetr are'visible Then by rotating the sheet 4andshifting the blanksheet, the same series of operations can be repeated.

In Figures 3 and Il, I- haveillustrated a slightly modified form'of myinvention in which the incomplete subject matter on one side and theanswers on theother sideare soA arranged that the Vsheetis turned rliketheleaves of Va book, after the answers have been written through theholes, rfor causing the written answers on the sheet ont-he oppositeside to be adjacent to the hole through which the answer written by thepupil appears. Y Y Y The problems illustrated in Figures 3 and 4: areproblems in subtraction. Y

The figures representing the problem on the obverse side of the sheetfor instance are arranged right side up, and the figures representingthe answers to the problems on the other side are wrong side up, thisarrangement being similar to that of Figures l and 2' Y I In Figure 3, Ihave represented the sheet with the hole in it by the'referencecharacter 14, the holes by the reference character 1l, the charactersindicating the problem by the letter C, and the characters indicatingVthe answers by the letter D;

In Figures 5 and 6, I have shown a slightly different form of thev mainsheet, which is indicated by'the character l5. The numerals employedinexamples of subtraction are indicated by the reference letter E. Thefigure representing the answers are represented by the reference letterF and are are ranged on the sheet,"as shown, in such'manner Vthat theanswers for the problems on the reverse side are arranged on the obverseside slightly above and to theV right of the holes. This effects asaving of space and makes it possible to put more problems on a sheet. Y

The sheet-illustrated in Figures 5 and 6 is to be turned the same as thesheet illustrated in Figures 3 and 4l. i

In Figures 7 and 8, I have shown the sheet 16 with the numerals G for4embodying a problem in ymultiplication and with the holes 17 largerthan the holes ll of the sheets 10, 14 and 15.V

In these sheets shown in Figures 7 and 8, the answers for the problemson the reverse side Aare arranged right side up on the obverse side justbelow the holes. Y In Figures 9 and 10, I have shown the sheet 18 havingthe-figures 19 comprising a problem ,in long division and'have shownabove and below eachproblem the holes 2O and 2l tor the answers and forthe figures' of calculation. I-Iere I also place adjacent to the properholes the characters representing the steps in solvingY the problems.

j I have shown the different forms in which my invention may be embodiedfor several reasons.

@ne of the important features ofY my invention lies in thevar'rangementof problems or of incomplete subject matter on both sides of the sheet,and the arrangementjot answers or completed subject matter on both sidesof the sheet. This effects great saving in the number of sheetsemployed, thus I cut the number of sheets ordinarily used in half. Thepupil can work twice as many problems without :changing sheets. Theteacher need handle only half as many sheets and less storage room isnecessaryV than when one side of a sheet is used for problems and theother side for completing subject matter. v Y

I haveV shown that the principle thus involved may be used for variouskinds ot The holes and the subject matter Von the cards maybe sorelatively arranged as to permit the cards or sheets to be turned overin different waysas may be most convenient.

The subject matter selected may constitute problems in addition,subtraction, multiplication or division or problems-in Eng- .lish orother studies. Y

Particular attention may be called to the structure shown 'i-nFigures 9and lin which there aretwo lioles'for each 'p'robl`en'i1-` This'structure is adopted because ot the:

character of problems in long division.`

It will be seen from the foregoing that the essential features ot myinvention may be" embodied in cards differing considerably in details ofarrangement of holes and the subject matter on the cards.

I claim: l. In an educational device, a sheet having a series of holes,arranged according Vto a plan, educational'eXei-cises in the form ofincompletesubject matter, on eachl side of Y plan, educational.exercises`in thel form ot incomplete subject matter-on each side of the sheet,adjacent to the respective holes, matter for rendering each exercisecomplete,

arrangedv on the opposite side "ofthe sheet'v Vtrom such exercise andadjacent to an ap` propriate hole, the incompletesubject inatter, andthe completed subjectmatter adjacent to each hole, beingY upside vdownwith relation to each other.

8. Ina device of the class described, a. sheet having on each side aseries of sets of c characters comprising mathematical p'roblems, saidsheet having a hole adjacent vto each set through whicha pupilv mayperform a calculation, and set down an answer on an underlying sheet,said sheet having adjacent to eachV answer, hole, jcharactersrepresenting the answer or solution of a problem on the other side ofthesheet, andv the steps ot the process followed in solving suchproblem. v f

4. In a device of the class described, a sheet having on each side aseries ot sets ot' characters comprising mathematical problems, saidsheet having-a hole adjacent to eachV set through which a pupil maylper-V form a calculation, and set down an answer on an underlying sheet,said sheet having adjacent to eachY answer hole. characters representingthe answer or solution of a problem on the'otlier side of the sheet.

5. In an educational device,a sheet having a series of holes arrangedaccording to a plan, a series of educational exercises vcoinprisingincomplete subject matter Varranged on each side of the sheet with eachexercise adjacent to a hole, the matter tor rendering' each-exercisecomplete and showing the steps involved in completing it arranged on theopposite side ofthe sheet from such exercise L Vcompleting subjectVmatter `Whitten on the paper will appear chrolrlghV the holes `adjacentto the printed completing matter lon the sheet 1n such `close proxlmltyas to lnskure convemenc'e, speed and accuracy in check-K- mg. f Y Y,

i JOHN-W. STUDEBAKER. i

